The impact of Masters level study on teachers’ professional development
Edwards, Julie-Ann (2008) The impact of Masters level study on teachers’ professional development Proceedings of the British Society for Research into Learning Mathematics, 28, (3), pp. 30-35.
This is the latest version of this item.
Full text not available from this repository.
This on-going NCETM-funded longitudinal study is exploring the impact of studying for an MSc in Mathematics Education on the professional life of a group of teachers. Whilst the findings from this research are already anecdotally known, there has been little systematic research in the UK on which to ground these ‘teacher stories’ of the impact of study at Masters level. We report on the impact on teachers’ individual professional development, the impact on their classrooms, their respective pedagogies and on consequent pupil learning, and the impact on the wider life of the school and the local authorities within which they teach.
|Keywords:||learning, teaching, mathematics, reflective, practitioner, reflection, teacher, professional, development, Masters|
|Date Deposited:||09 Oct 2009|
|Last Modified:||18 Apr 2017 21:29|
|Further Information:||Google Scholar|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Available Versions of this Item
Primary trainees' reflection-in-action (deposited 03 Sep 2008)
- The impact of Masters level study on teachers’ professional development (deposited 09 Oct 2009) [Currently Displayed]
- Paired ITE teaching placements: implications for partnership development (deposited 09 Oct 2009)
- Primary trainees' reflection-in-action (deposited 02 Sep 2008)
Actions (login required)